SOUTH CAROLINA SUPPORT SYSTEM INSTRUCTIONAL PLANNING GUIDE
Content Area:
Fourth Grade Science
Recommended Days of Instruction: 5
(one day equals 45 minutes)
Standard(s) addressed: The student will demonstrate an understanding of weather patterns and phenomena.
(Earth Science)
Weather Changes
Indicator
Recommended Resources
4-4.3
Compare daily and
seasonal changes in
weather conditions
(including wind
speed and direction,
precipitation, and
temperature) and
patterns.
SC Science Standards Support
Document Resource List
https://www.ed.sc.gov/apps/c
so/standards/supdocs_k8.cfm
Suggested Instructional
Strategies
See Science Module 4-4.3
SC ETV Streamline
http://etv.streamlinesc.org
Weather Smart: Heat, Wind,
and Pressure
http://player.discoveryeducation.co
m/index.cfm?guidAssetId=B2B0792
5-15A4-4728-875DB4369021CC65&blnFromSearch=1
&productcode=DSC
The sun is highlighted as the
driving force behind weather and
the source of energy for our planet.
Animations and video examples
show the uniqueness of the Earth's
atmosphere and how air is set into
motion as wind when it is heated
unevenly. Heat, wind, and pressure
are all connected. Air with different
December 2010
Science S³ Fourth Grade Module 4-4.3
Assessment Guidelines
From the South Carolina
Science Support Documents:
The objective of this indicator is
to compare daily and seasonal
weather conditions and patterns;
therefore, the primary focus of
assessment should be to
compare conditions from one
day to another or one season to
another and also to compare
weather conditions in a season
one year to the next.
However, appropriate
assessments should also require
students to identify a particular
weather condition or seasons of
the year based on the weather
conditions; or exemplify
conditions that would occur at a
particular season.
1
temperatures are related to
differences in weight (or pressure),
which is what causes circulations
(wind). The properties of hot and
cold air are contrasted. Students
learn to associate high or low
pressure with calm or stormy
weather. While storms generate
wind, students see that wind
pushes storms and weather
systems around the Earth. We see
that air in motion is constantly
trying to balance heat so that no
part of the Earth gets too hot or too
cold.
The Four Seasons
http://player.discoveryeducation.co
m/index.cfm?guidAssetId=449DC8
9A-FE1F-4AA5-B3194532E77D8CBA&blnFromSearch=1
&productcode=US
From the snow of winter to the first
flowers of spring, children see the
wonder and magic of our changing
seasons and the patterns of life.
Students witness how changes in
climate and weather affect their
lives. They understand that weather
changes seasonally, affecting the
earth and the people who live on
the Earth.
December 2010
Science S³ Fourth Grade Module 4-4.3
2
Weather Scope (3 lessons)
http://www.ciese.org/curriculu
m/weatherproj2/en/activity2.s
html
http://www.ciese.org/curriculu
m/weatherproj2/en/activity3.s
html
http://www.ciese.org/curriculu
m/weatherproj2/en/activity4.s
html
December 2010
Science S³ Fourth Grade Module 4-4.3
3
Fourth Grade
Science Module
4-4.3
Weather Changes
Lessons A-C
Standard 4-4: The student will demonstrate an understanding of weather
patterns and phenomena. (Earth Science)
Indicator 4-4.3: Compare daily and seasonal changes in weather
conditions (including wind speed and direction, precipitation, and
temperature) and patterns.
Other indicators addressed:
4-1.1 Classify observations as either quantitative or qualitative.
4-1.2 Classify observations as either quantitative or qualitative.
4-1.3 Classify observations as either quantitative or qualitative.
4-1.5 Recognize the correct placement of variables on a line graph.
4-1.6 Construct and interpret diagrams, tables, and graphs made from
recorded measurements and observations.
December 2010
Science S³ Fourth Grade Module 4-4.3
4
From the South Carolina Science Support Documents:
Indicator 4-4.3: Compare daily and seasonal changes in weather conditions
(including wind speed and direction, precipitation, and temperature) and patterns.
Taxonomy level: Understand Conceptual Knowledge (2.6-B)
Previous/Future knowledge: In kindergarten (K-4), students demonstrated an
understanding of seasonal weather changes. In 2nd grade, students recalled
weather terminology, including temperature, wind speed and direction, and
precipitation (2-3.2) and illustrated the weather conditions of different seasons (23.3). In 6th grade (6-4.4), students will summarize the relationship of the
movement of air masses; high and low pressure systems, and frontal boundaries to
storms.
It is essential for students to know that daily changes in weather result from
changes in weather conditions, including temperature, wind speed and direction,
and precipitation.
Temperature The
Wind speed
The
Wind direction The
Precipitation The




condition
condition
condition
condition
of how hot or cold the air is at a given time
of how fast the wind is moving
determined by where the wind is coming from
of the type of water falling to Earth from the clouds
As the seasons of the year change, temperature changes may cause
precipitation changes; winds blowing from the north may bring colder air than
winds blowing from the south or west.
One day’s weather conditions can be compared to another in the same season,
or compared to daily weather that occurs in different seasons.
Examples of weather conditions are fair weather, showers or light rain, clear
skies with cold temperatures, days of clouds and precipitation, or windy fair
days or windy stormy weather; however, the comparisons should be related to
the four conditions in the indicator.
Weather patterns involve weather conditions that are repeated due to the
season of the year. For example, summer temperatures are generally warmer
than winter temperatures.
It is not essential for students to know air pressure or humidity conditions.
Weather related to different types of fronts or air masses is not expected at this
grade level.
Assessment Guidelines: The objective of this indicator is to compare daily and
seasonal weather conditions and patterns; therefore, the primary focus of
assessment should be to compare conditions from one day to another or one
season to another and also to compare weather conditions in a season one year to
the next. However, appropriate assessments should also require students to
identify a particular weather condition or seasons of the year based on the weather
conditions; or exemplify conditions that would occur at a particular season.
December 2010
Science S³ Fourth Grade Module 4-4.3
5
Teaching Indicator 4-4.3: Lesson A – “Weather Changes”
Instructional Considerations:
This lesson is an example of how a teacher might address the intent of this
indicator. STC Weather provides an opportunity for conceptual development of the
concepts within the standard.
Preparation for the lesson:
 Have a sheet of chart paper that is labeled with the four seasons prepared
and ready to record student ideas from Engage.
 A computer lab or access to multiple computers as in a media center is
necessary to complete this activity although it is manageable using a single
computer in the classroom.
Misconceptions:







Clouds block wind and slow it down.
Cold temperatures produce fast winds.
Cold days are caused by the clouds covering the sun.
Rain falls when clouds become too heavy.
Rain falls because we need it.
Frost falls from the sky.
Frost is frozen dew.
Safety Note(s):
Safety must be emphasized at the beginning of the school year and reinforced with
every lab activity. Students should understand that safety is everyone’s
responsibility.
Lesson time:
2 days (1 day equals 45 minutes)
Materials Needed:
Science notebooks
Chart paper
Drawing paper
Colored pencils
Markers
Computers with internet access (a computer lab setting or classroom computers)
Student instructions for completing the tables
Focus Question(s):
How does weather change?
What patterns can be found in weather conditions as the seasons change?
December 2010
Science S³ Fourth Grade Module 4-4.3
6
Engage:
Provide students with paper and colored pencils. Tell them to fold the paper in half
(hamburger) and then fold it in half again. Unfold the paper so that there are four
sections. Have the students write the seasons of the year on the paper, one in
each section. Next have them trace over the folds so that there are now four
boxes. Allow two minutes for students to write down in each box the type of
weather they would expect to have during each season.
Record student ideas on chart paper to post in the classroom. Tell students that
they will add to the chart as they learn more about how seasons affect daily
weather conditions. Students may add to their papers any ideas that are generated
by the class. Have them tape their papers into their science notebooks.
Explore:
This lesson is adapted from Weather Scope, Activity 2.
http://www.ciese.org/curriculum/weatherproj2/en/activity2.shtml
Part 1: Data Tables
Make the following two tables in your science notebook to record your weather
data:
A.
Current Conditions
Internet
Your Town, SC
Barrow, AK
Latitude,
Longitude:
Time
Conditions
last updated:
Temperature:
ºC
ºC
mm
mm
Sky
Conditions:
Wind:
Wind
Direction:
Wind Speed:
Precipitation
Type:
Precipitation
Amount:
December 2010
Science S³ Fourth Grade Module 4-4.3
7
B. Temperature for the last seven days
7 days 6 days 5 days
ago
ago
ago
Your
City
Barrow,
AK
4 days
ago
3 days
ago
2 days
Yesterday
ago
ºC
ºC
ºC
ºC
ºC
ºC
ºC
ºC
ºC
ºC
ºC
ºC
ºC
ºC
Students will need a copy of the following activity to use while on the
internet.
1. Your City / Town
1. Go to the Weather Underground site.
2. Enter the name of your city in the search box which is in the upper left
of the page and click the return button on your keyboard. If the exact
location is not in the database then select the next closest city or
town.
3. Locate the latitude and longitude on the right-hand side of the screen
in the navy blue bar and write it in the "Current Conditions" data table.
4. Locate the current weather conditions in the center of the page and
write the time the conditions were last updated, the current
temperature, wind, air pressure, etc. in the "Current Conditions" data
table.
5. Scroll down to "Weather History for this location" below the current
conditions and select the date for yesterday and then click on "GO".
6. Write the "Mean Temperature" in the corresponding column for your
city / town (i.e. yesterday) in the Temperature for the last seven days
Data Table.
7. Click the "Previous Day" link and write the mean temperature in the 2
days ago column.
8. Repeat until you complete for the seven days.
9. After you've entered the data, click the back button to return to this
page.
2. Barrow, AK
1. Return to the Weather Underground site and enter Barrow, AK in the
search box.
2. Repeat the steps above and enter the corresponding information into
both Data tables.
3. After you've entered the data, click the back button to return to this
page.
December 2010
Science S³ Fourth Grade Module 4-4.3
8
Explain
Part 3: Analyze the Data
Your location vs. Barrow, AK: Compare and contrast your city with the
weather data from Barrow, AK.
1. Was the weather similar or different? Describe the similarities and
differences.
2. Create a bar graph comparing the current temperatures in Barrow, AK
with your city.
3. Were the temperatures similar or different in both cities?
4. What reason (s) do you think might account for the similarities or
differences?
(Hint: there are several)
Temperature for the last seven days: Analyze the changes in
temperature for the last week and compare the two cities.
1. For your city, did the temperature go up, down, or stay the same over
the past week?
2. For Barrow, AK, did the temperature go up, down, or stay the same
over the past week?
3. How did the two cities compare?
Extend:
Do you think weather is the same all over the world? Choose another city that is
not part of the United States and research its weather. Write a paragraph that tells
about the weather there. In your paragraph, try to answer the following questions:



Do you think the temperature in the town will be warmer or colder than in
your own? Why?
How would this affect their lives? For example, their house, clothes, etc.
What type of precipitation might you expect? Why?
December 2010
Science S³ Fourth Grade Module 4-4.3
9
Teaching Indicator 4-4.3: Lesson B – “Weather Changes”
Instructional Considerations:
This lesson is an example of how a teacher might address the intent of this
indicator. STC Weather provides an opportunity for conceptual development of the
concepts within the standard.
Preparation for the lesson:
Students will be collecting weather data via the internet for the next two weeks.
During this time allow time for students to record information in their science
notebooks and answer questions they may have. You may also wish to continue
instruction for Indicator 4-4.5 which focuses on students taking their own
measurements and learning to use weather instruments to collect local weather
data.
Misconceptions:






Clouds block wind and slow it down.
Cold temperatures produce fast winds.
Cold days are caused by the clouds covering the sun.
Rain falls when clouds become too heavy.
Rain falls because we need it.
Seasonal changes occur because earth is closer or farther away from the sun.
Safety Note(s):
Safety must be emphasized at the beginning of the school year and reinforced with
every lab activity. Students should understand that safety is everyone’s
responsibility.
Lesson time:
1 day (1 day equals 45 minutes)
Materials Needed:
Science notebooks
Computers with internet access (a computer lab setting, classroom computers,
or home computers)
Student instructions for completing the activity
World map: world-dw.pdf (809KB) or world-dwl.gif (42KB)
Focus Question(s):
How does weather change?
What patterns can be found in weather conditions as the seasons change?
December 2010
Science S³ Fourth Grade Module 4-4.3
10
Engage:
Have students tell about a city they researched that is not in the United States.
Tell students they will research cities in different hemispheres in order to look for
patterns in weather conditions.
Explore:
This lesson is adapted from Weather Scope activity 3.
http://www.ciese.org/curriculum/weatherproj2/en/activity3.shtml
Students will need a copy of the following activity to tape in their science
notebooks.
Part 1: Locate and Answer
1. Locate the following two cities on your copy of the world map.
o New York, NY, USA (41° N 74° W)
o Sao Paulo, Brazil (24° S, 47° W)
2. Based on its location on the map, what do you think the temperature will be
like in New York? Why?
3. Based on its location on the map, what do you think the temperature will be
like in Sao Paulo? Why?
Part 2: Prepare your science notebook
You will collect weather data for your town, New York and Sao Paulo for 2 weeks.
Format approximately 3 pages in your science notebook (one page per city) to
record the following current weather conditions for the next 2 weeks. Each page
should be numbered from 1- 14 (one line for each day).
High
Date Temp.*
(ºC)
Wind
Speed
(km/h)
Wind
Air
Sky Conditions
Precipitation
Direction Pressure
(clear, partly
(mm)
(N, S, etc.)
(mb)
cloudy, etc.)
1.
2.
...
14.
* Important: Since these are real time weather readings, remember the time of
day in the regions may be quite different. Therefore, compare the high temperature
readings for today's forecast.
December 2010
Science S³ Fourth Grade Module 4-4.3
11
Part 3: Track Weather like a Meteorologist
Each day over a two-week-period (minimum), record the following weather
measurements and add them to your science notebook. If you are using a wall
chart, add them there as well.
A. Weather from New York, NY, USA and Sao Paulo, Brazil
Record the current weather conditions from the cities below in your science
notebook (click the Refresh / Reload button on your browser to update the
following Real-Time data feeds):
o New York, NY (back-up)
o Sao Paulo, Brazil (back-up)
B. Repeat for Two Weeks
Record the current conditions for your city, New York City, and Sao Paulo
every day for a two week period. If you are unable to record the data for one
day or over the weekend, use the "Historical" data to complete the data
tables.
Explain:
During the two-week period have students give daily updates about the weather
data they are collecting. Revisit the focus questions to generate discussion about
weather patterns.
Extend:
Satellite Maps & Web cams:
Print a satellite map and live photo of the two regions you are studying every day
and at the end of the two weeks, make a poster displaying all of the images in
series.


Satellite Maps: access and print a satellite map where your
country/continent is located each day. After you record each day's
measurements, try to predict the next day's sky conditions based on the
maps.
o Satellite Maps (back-up)
Web cam: access one of the following web cams and print out the image
(color printouts work best).
o New York (back-up)
o Sao Paulo (back-up)
December 2010
Science S³ Fourth Grade Module 4-4.3
12
Teaching Indicator 4-4.3: Lesson C – “Weather Changes”
Instructional Considerations:
This lesson is an example of how a teacher might address the intent of this
indicator. STC Weather provides an opportunity for conceptual development of the
concepts within the standard.
Preparation for the lesson:
For this activity, you will use all of the weather data collected from the two-week
period and analyze it using graphs, charts, and averages to look for patterns and
trends and to help compare the weather in each of the three cities (New York, Sao
Paulo, and your city / town).
Misconceptions:






Clouds block wind and slow it down.
Cold temperatures produce fast winds.
Cold days are caused by the clouds covering the sun.
Rain falls when clouds become too heavy.
Rain falls because we need it.
Seasonal changes occur because earth is closer or farther away from the sun.
Safety Note(s):
Safety must be emphasized at the beginning of the school year and reinforced with
every lab activity. Students should understand that safety is everyone’s
responsibility.
Lesson time:
2 days (1 day equals 45 minutes)
Materials Needed:
Science notebooks
Weather data from Lesson B
Graph paper
Colored pencils
Focus Question(s):
How does weather change as the seasons change?
What patterns can be found in weather conditions as the seasons change?
Engage:
Have students tell about a city they researched that is not in the United States.
Tell students they will research cities in different hemispheres in order to look for
patterns in weather conditions.
December 2010
Science S³ Fourth Grade Module 4-4.3
13
Explore:
This lesson is adapted from Weather Scope activity 4.
http://www.ciese.org/curriculum/weatherproj2/en/activity4.shtml
Part 1: How does the weather change?
Facilitate a class discussion using the following questions:




How would you describe the weather for the two-week period for each of the
three cities?
In general, how did the weather change during the week for each of the
three cities?
How was the weather the same or different in each of the three cities? For
example, which location seemed the warmest? coldest?
Can you think of any reasons why the weather was similar or different?
Part 2: Weather Variables
Organize the students in groups of three. Assign each group member one of the
cities researched during the two-week period.
For this exercise, you will graph several of the weather variables in depth to
compare and contrast the weather data that was collected from the three locations.
A. Temperature: Line graphs show gradual changes in data and are good for
summarizing the relationship between two pieces of information, such as
temperature and time.
o Draw three LINE graphs (one for each city) on three separate graphs
comparing the Temperature each day over Time. Label the horizontal,
or x-axis using dates from the first day you began to take weather
measurements to the last day and the vertical, or y-axis in ºC. Don't
forget to label each of the graphs to distinguish between the three
locations.
B. Wind Direction:
o Label the Wind direction for each day at the same points for the
temperature for each day in the line graphs you made above for each
of the cities (you will analyze this later).
C. Precipitation: Bar graphs are good for comparing data and illustrating how
something changes over time.
o Draw one BAR graph for your city over Time. Label the x-axis from the
first day you began to take weather measurements to last day. Label
the y-axis in mm of precipitation.
December 2010
Science S³ Fourth Grade Module 4-4.3
14
Explain:
Part 3: Analyze the Data
Working with their group, students will use the graphs and charts above to answer
the following questions in their science notebooks.
A. Temperature
1. How would you describe the temperature changes in each of the three
cities? For example, does it seem to be going up, down, or staying the
same?
2. What was the highest temperature in each location and when did it
occur?
3. What was the lowest temperature in each location and when did it
occur?
4. What was the average temperature in each location?
B. Sky Conditions and Temperature:
1. Which city had the most sunny days, cloudy days, and rainy days?
2. Was there any relationship between the sky conditions and
temperature in each of the three cities? For example, was it colder on
cloudy days, etc.?
C. Wind Direction and Temperature:
1. Did the wind generally come from one direction more than another in
each of the three cities?
2. Was there any relationship between the wind and the temperature the
next day in each of the three cities? For example, was it colder on
days that the wind was coming from the one direction and warmer
when the wind was coming from a different direction?
D. Precipitation
1. Which day had the most precipitation? The least?
2. What was the total precipitation for the two weeks?
Extend:
To continue investigating differences in seasonal weather patterns, assign the
following project. Students may wish to continue to work with their groups to
complete this assignment.
Have students select a city in the southern hemisphere on a different continent
than Sao Paulo to collect data over seven days. At the end of the seven days,
students should analyze the data in the same manner as the in class analysis.
Students should create graphs and construct a display that they will use to present
the information to the class.
Revisit the focus questions.
December 2010
Science S³ Fourth Grade Module 4-4.3
15